Fortalecimiento de la Competencia Digital Docente: Definición del nivel y diseño de una propuesta de plan de curso de capacitación en la Universidad Nacional de Chimborazo

Identificador:  TDX:4400

Handle: https://hdl.handle.net/20.500.11797/TDX4400

Autores:  Cisneros Barahona, Andrés Santiago

Resumen:
Digital Technologies (DT) emerge as an enriching source of resources to optimise professional practices today. In the context of the Higher Education System, the importance of educators acquiring training in Digital Competence (DC) to make effective use of technologies in the classroom is highlighted. This training involves not only the use of digital tools, but also the ability to foster digital literacy among students, preparing them to face the digital challenges of contemporary society. The purpose of this research was to define the DC level based on the self-perception of teachers at the Universidad Nacional de Chimborazo design a proposal for a training course plan to strengthen their digital skills. The research began with a documentary analysis, and an Explanatory Sequential Design was implemented. In the quantitative stage, a descriptive-correlational approach was adopted, with a non-experimental cross-sectional design; the COM-DID instrument was applied and validated to measure the level of DC development. In the qualitative stage, a training proposal was designed and validated to strengthen the levels of DC. The validation was carried out by means of an expert judgement implemented with a Delphi method, with two rounds of iteration. The reliability and validity of the construct measured by COMDID is adequate. A 'Middle' level of DC observed overall in all dimensions assessed. Significant differences between the groups suggest that factors linked to TD play a crucial role in shaping teachers' DC, which supports the need to consider specifically the variables of the higher education educational environment when designing professional development programmes to enhance CDD.